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“I realized I am Korean”: Heritage Language Learning and Identity Development from Study Abroad Experience

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This study was designed to explore an American college student’s experience with her Korean minority-heritage language learning and identity development during a one-semester study abroad program in South Korea. The research included a thematic analysis of data from interviews, class observations, and club activity observations. The findings show that study abroad gave the Korean heritage language learner a chance to become reflective on her Korean heritage, which she had never realized as part of her life. In addition, interactions with her mother’s side of the family and learning about Korea’s history during her study abroad helped the participant extend her perception about her Korean heritage. The study abroad also increased her willingness to stand out as a Korean heritage language learner. Her identity development resonated with the poststructuralist understanding of learner identity as plural, shifting, and socially negotiable in interactions with others. Implications for future research and pedagogy for study abroad in terms of heritage language learning are provided.

Abstract

This study was designed to explore an American college student’s experience with her Korean minority-heritage language learning and identity development during a one-semester study abroad program in South Korea. The research included a thematic analysis of data from interviews, class observations, and club activity observations. The findings show that study abroad gave the Korean heritage language learner a chance to become reflective on her Korean heritage, which she had never realized as part of her life. In addition, interactions with her mother’s side of the family and learning about Korea’s history during her study abroad helped the participant extend her perception about her Korean heritage. The study abroad also increased her willingness to stand out as a Korean heritage language learner. Her identity development resonated with the poststructuralist understanding of learner identity as plural, shifting, and socially negotiable in interactions with others. Implications for future research and pedagogy for study abroad in terms of heritage language learning are provided.

참고문헌 (52)

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